A Study Of Practical Reading Teaching In Junior Middle School From The Perspective Of Pragmatics

As a text type closely related to human social practice,practical text has strong practicability and reality,and plays an important role in social life.Practical reading teaching is an important part of Chinese Reading Teaching in junior high school.However,in practical practical reading teaching,students are lack of enthusiasm in the classroom,lack of certain internal learning motivation for practical reading,and teachers' teaching strategies for practical reading are relatively traditional and lack of certain pertinence.The essence of Chinese course is the use of language and characters.With the definition of the nature of Chinese course in the course standard,teachers' exploration of reading teaching has also turned to the use of language and characters.Through the use of language and characters,students' pragmatic ability can be cultivated.Therefore,practical reading teaching should move towards a more open world of language communication,further strengthen students' pragmatic training,and improve students' comprehensive Chinese literacy.In this paper,from the perspective of pragmatics,combined with certain teaching practice,the teaching strategy of practical reading in junior high school is discussed.The thesis consists of six parts.The introduction part mainly discusses the origin and significance of the topic,summarizes the research of pragmatics,pragmatics teaching and practical text teaching,and points out the research methods used in this paper.The main content of the first chapter is to define the relevant concepts of the thesis,including the definitions of pragmatics,pragmatic teaching and practical writing,and to explain the theoretical basis of pragmatic teaching and the main features of practical writing.At the same time,the paper combs and analyzes the selection and compilation of practical articles in the junior middle school Chinese textbooks compiled by the Ministry,which provides certain text support for the exploration of practical reading teaching strategies.The second chapter elaborates the practical reading teaching in junior high school from three aspects: Chinese curriculum standards,psychology and the requirements of international learning evaluation for reading literacy,so as to demonstrate the feasibility of practical reading teaching based on the pragmatic perspective.The third chapter is the researchon the current situation of practical reading teaching in junior high school.Through the questionnaire and interview survey of practical reading teaching in a junior high school in Jinan City,Shandong Province,this paper analyzes the problems existing in practical reading teaching in junior high school and the current situation of students' practical learning.In the fourth chapter,combined with the content of Chinese teaching materials,it expounds the strategies of practical reading teaching from the perspective of pragmatics,mainly combining with the selection and compilation of practical texts in junior high school Chinese teaching materials and the survey results of the current situation of practical teaching,aiming at the characteristics of different subclasses of practical texts,the teaching strategies are explored,in order to provide some reference and reference for junior high school practical reading teaching.This chapter mainly introduces the concepts of expository text,news,speech and biography,and discusses the targeted reading teaching strategies in detail.The fifth chapter is the preliminary teaching practice exploration of pragmatic teaching.The author first analyzes two famous teachers' teaching examples,explores the practicality of practical teaching strategies,and based on the teaching strategies explored in the above research,selects a practical text for specific teaching practice exploration,and summarizes the shortcomings in teaching practice.